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OBJECTIVE: Campus engagement, including participation in student organizations and groups, is important for both academic and health outcomes. Yet, college students with serious mental illnesses demonstrate lower levels of campus engagement compared to peers without mental illnesses. To inform psychiatric rehabilitation approaches that might enhance this outcome, the purpose of this study was to test an integrated model of self-determination and self-efficacy theories to predict campus engagement within this student population. METHODS: Sixty-seven college students with serious mental illnesses completed measures assessing self-determination constructs (autonomy, competence, and relatedness), college self-efficacy, and campus engagement. Correlational and path analytic models examined relationships among these variables. RESULTS: Bivariate and multivariate analyses supported the interrelationships among the variables. Specifically, the theory-driven path model demonstrated that autonomy (but not competence or relatedness) was a significant predictor of college self-efficacy, which in turn was associated with campus engagement. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: Findings particularly highlight the importance of autonomy and self-efficacy for promoting campus engagement among college students with serious mental illnesses. As such, they may be relevant targets for psychiatric rehabilitation interventions, such as supported education, that are designed to enhance student success. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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There has been a growing emphasis on dissemination of empirically supported treatments. Dissemination, however, should not be restricted to treatment. It can and, in the spirit of the scientific-practitioner model, should also involve research. Because it focuses on the investigation of clinical routine as it takes place in local settings and because it can involve the collaboration of several stakeholders, practice-oriented research (POR) can be viewed as an optimal research method to be disseminated. POR has the potential of addressing particularly relevant gaps of knowledge and action when implemented in regions of the world that have limited resources for or experiences with empirical research, and/or in clinical settings that are serving clinical populations who are not typically receiving optimal mental care services - specifically, individuals in rural and inner cities that have limited economic and social resources. The establishment and maintenance of POR in such regions and/or settings, however, come with specific obstacles and challenges. Integrating the experiences acquired from research conducted in various continents (Africa, Europe, Latin America, and North America), the goal of this paper is to describe some of these challenges, strategies that have been implemented to address them, as well as new possible directions to facilitate the creation and growth of POR. It also describes how these challenges and ways to deal with them can provide helpful lessons for already existing POR infrastructures.

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Objective: The purpose of the current study was to examine the relationship between the level of perceived support for the basic psychological needs of autonomy, competence, and relatedness and satisfaction with health and quality of life among undergraduate college students with disabilities. Method: 286 postsecondary students with disabilities were surveyed in the spring of 2019. Cross-sectional data was analyzed to assess the relationship between students' perceived support for their basic psychological needs and their satisfaction with health and quality of life. Results: Results of the analyses revealed that perceived support for the basic psychological needs of autonomy, competence, and relatedness statistically significantly predicted satisfaction with health and quality of life. Conclusions: The results of this study provide key insights into the nature of the relationship between support for malleable psychosocial factors within the college context and student satisfaction with their health and quality of life in the college context.

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Purpose: Campus counseling centers, which oversee the provision of mental health services, can play a vital role in supporting positive outcomes among college students in general; however, little remains known about the effectiveness of campus-based counseling for reducing academic and psychological distress among college students with disabilities. The purpose of the current study was to examine the effectiveness of individual campus-based counseling for students with disabilities and to determine whether the effectiveness of counseling varied by student disability status. Method: Data for the present study were gathered by the Center for Collegiate Mental Health from the 2016-2019 academic years. Participants consisted of help-seeking students with only psychiatric disabilities (n = 643), students with disabilities other than only psychiatric disabilities (n = 3,833), and students without a disability (n = 54,576). Results: Results indicated that students with disabilities demonstrated significantly fewer reductions in levels of psychological and academic distress than their nondisabled peers, and analyses further revealed variation by disability type. Conclusions: These findings advance our understanding of the effectiveness of campus counseling services for improving pertinent outcomes among help-seeking college students with disabilities. Implications for clinical practice, theory, and future research are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

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Participation in various aspects of community life (e.g., education, employment) plays a critical role in fostering young adult development and health. To support behavioral health services in addressing a broader array of meaningful community participation areas, the current study examined the participation interests of young adults with serious mental illnesses via a literature review and focus groups interviews. Literature review results revealed a range of community participation areas of interest to these individuals, including employment, education, religion and spirituality, social networking (e.g., using social media), volunteering activities, socializing, and civic and artistic participation (e.g., attending a political event, playing music). Focus group participants named many of these same areas, but also mentioned unique areas of participation that have not been the focus of previous research (i.e., playing games, sports, exploration of other communities (e.g., traveling), hanging out, and nature-based participation). Implications for future research and behavioral health practice are discussed.

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OBJECTIVE: A randomized controlled trial was conducted to examine the effectiveness of an Internet-based educational intervention plus a peer support-moderated listserv for improving parenting skills and coping and reducing parental stress among mothers with serious mental illnesses. The analyses examined whether positive results achieved immediately after the intervention were improved upon during the 18-month postbaseline period. METHODS: Mothers with serious mental illnesses (N=131) were randomly assigned to an experimental or an active control condition. Outcomes were assessed over time by using a repeated-measures analysis of variance. RESULTS: Participants in the experimental condition experienced statistically greater reduction in parental stress at the 18-month follow-up than those in the active control condition. CONCLUSIONS: This relatively low-cost intervention, along with the Internet's advantages of accessibility, anonymity, and insulation from child care issues, suggests potential utility for reducing parenting stress for busy mothers. These results provide a foundation for enhancing this intervention to achieve other targeted outcomes related to parenting.

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OBJECTIVE: Involvement with child protective services (CPS) can have detrimental effects on children and parents alike. This study provided updated information about the prevalence of parenting among individuals with a serious mental illness and established the first contemporaneous and comparative national prevalence estimates of CPS involvement for parents with and without a serious mental illness. METHODS: Data came from the Truven Health Analytics PULSE national survey of 42,761 adults conducted between September 2014 and December 2015. Survey questions assessed the presence of a serious mental illness, parenting status, contact with CPS, and types of CPS involvement. RESULTS: Prevalence of parenthood was similar between individuals with (69%) and without (71%) a serious mental illness. Parents with a serious mental illness were approximately eight times more likely to have CPS contact and 26 times more likely to have a change in living arrangements compared with parents without a serious mental illness. Even when the analysis was limited to parents who had CPS contact, parents with a serious mental illness were at greater risk of custody loss compared with parents without mental illness. CONCLUSIONS: These results further heighten the need to attend to parenting among individuals with a serious mental illness and better understand the factors associated with CPS involvement to reduce the identified disparities between parents with and without a mental illness. Efforts to reduce CPS involvement would likely reduce stress and enhance recovery and mental health for parents and their children.

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OBJECTIVE: The purpose of the current study was to examine the relationship between education and recovery-oriented outcomes among adults with serious mental illnesses (SMIs). METHOD: Data from 623 adults with SMIs were combined from 6 separate studies, using baseline measures prior to any intervention. An independent samples t test was conducted on recovery scores and overall quality of life (QOL) to compare participants with more than high school education to those with less. Additionally, a multivariate analysis of variance was run on each of the individual items of the QOL index to further investigate differences in QOL by education group. RESULTS: Contrary to expectations, individuals with higher levels of educational attainment reported lower scores on recovery and several domains compared with individuals with lower levels of educational attainment. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: The results of the current study indicate that people with SMIs with higher educational attainment may actually be at greater risk for experiencing poor recovery-oriented outcomes. Rehabilitation efforts should focus not only on increasing educational attainment, but managing other factors that potentially interfere with recovery, such as self-stigma and demoralization. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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